<<Biblioteca Digital del Portal<<INTERAMER<<Serie Educativa<<Education for a Sustainable Future in the Americas
Colección: INTERAMER
Número: 67
Año: 1999
Autor: Eloísa Trellez Solís and Gustavo Wilches Chaux
Título: Education for a Sustainable Future in the Americas
CHAPTER II
MAIN TRENDS AND CHALLENGES
Sustainable Development and Education
None of the many recently-published academic or intergovernmental documents
on sustainable development contain a thorough analysis (or even a definite
one) of the meaning of sustainable development. Nor are there blueprints for
drafting one, as many documents in the field have noted.7
To date, it has proven impossible to develop conclusive definitions for a
concept which assumes different meanings in different regions and cultures of
the world and which varies according to the characteristics of communities,
specific historical processes and particular features of local environments.
There are, after all, no magic prescriptions setting forth the stages needed
to achieve a sustainable relationship between humankind and the biosphere. On
the contrary, a consensus has emerged that accepts sustainable development as
an ideal vision of the future, or an expectation for the survival
of humankind. This idea stems from an ever-growing awareness that the future
of the species is closely linked to environmental conditions which, if allowed
to continue to deteriorate, will increasingly diminish the expectation that
future generations might enjoy an acceptable standard of living.
This ideal vision includes concepts such as equality, which can
be applied to relationships at many different political and social levels: relationships
among different regions and countries, relationships between genders, among
generations, between urban and rural areas, among ethnic groups and economic
sectors and among all social actors within a national or local community.
Further, the pursuit of sustainable development depends on the direction
of scientific focus and the application of technology. These choices matter,
if we are to understand the world in terms of processes and if we are to strengthen
human ability to interact with the underlying cycles of these processes harmoniously:
in short, if we are to consolidate natural cycles and not attempt to manufacture
substitutes for them, or to destroy them.
The ideal of sustainability also depends on the ideological and cultural
meaning attached by each community to the concepts of development and success.
It depends on the significance of success, as well as on the general
role and responsibilities assumed by humans as a part of the material universe.
Where the political dimension of the concept of sustainability is concerned,
the principles of democracy, tolerance, conciliation, good governance, respect
for differentiation, and active appreciation of diversity, decentralization
and participation are integral components, without which the concept is meaningless.
Finally, of course, sound environmental management represents a central axis
of sustainable development for several reasons. It includes essential practical
and conceptual tools, among them a) understanding of the environment as a flow
and a process, b) the use of natural resources according to long-term ecological
and economic rationality, as opposed to the short-term imperatives of private
economic profit, c) recognition and appreciation of environmental services
and d) efficient risk management of threats and vulnerability, with
a view to preventing the human community from becoming a danger to ecosystems,
while minimizing the threats that ecological dynamics may pose for human beings.
Challenge for the Future
- To adopt, apply and strengthen policies designed to replace prevailing educational processes that tend to reproduce and perpetuate the unsustainable notion of development.
- To promote an education that allows current and future generations to learn and to value the elements of sustainability.
- To revive experiences that demonstrate how to achieve this.
- To rescue this knowledge from obscurity and incorporate it into new educational paradigms.